The defi nition of literacy used by the Priority Schools Funding Program
(PSFP) is the one promoted by the State Literacy Plan. It is drawn from
the Australian Language and Literacy Policy:
Literacy is the ability to read and use written information and to
write appropriately, in a range of contexts. It is used to develop
knowledge and understanding, to achieve personal growth and
to function effectively in our society. Literacy also includes the
recognition of numbers and basic mathematical symbols and
signs within text.
Literacy also involves the integration of speaking, listening
and critical thinking with reading and writing. Effective literacy
is intrinsically purposeful, fl exible and dynamic. It continues to
develop throughout an individual’s lifetime.
What is particular about the focus on literacy for students from low
SES backgrounds?
The English K-6 Syllabus and State
literacy materials are based on a social
view of language. This can greatly assist
in teaching explicitly the language skills
and understandings that students need.
This view of language, also known as a
functional view, systematically describes
how language is used in different
situations for different purposes.
Students learn the range of language
choices available and the effects that
can be created by choosing different
language. Good language choice has
occurred when the language used in a
particular situation matches the function
that the language user intended to perform.
As students engage with different types
of texts through modelled, guided and
independent construction, they are able
to critically interpret and manipulate the
texts to achieve their own goals.
The explicit description of how language
works is especially important in low
SES communities because the literacy
experiences of students often differ
from those used and valued at school.
Knowing how language works helps
parents and teachers support students
to value and build on home and school
literacies.
The Four Literacy Resources model
Code-breaking resources
This includes teaching students to use knowledge of:
• letter/sound relationships
• concepts about print
• spelling
• punctuation
• grammar
• structural conventions and patterns.
When code-breaking, students will be asking themselves questions like:
• How do I crack this code?
• What sound does this letter make?
• What keys do I press when I want to write ‘sh’? Text-using resources
This includes teaching students to:
• recognise the purpose, structure and features of texts
• use texts to increase knowledge and refine understanding
• apply their knowledge of texts to achieve purposes both inside/outside the school.
When using text, students will be asking themselves questions like:
• What is the purpose of this text?
• What changes will I need to make to this text to upload it on a website?
Meaning-making resources
This includes teaching students to use:
• knowledge of literal and inferential meanings
• background information
• prior knowledge and previous experiences with similar texts to make meaning.
When making meaning, students will be asking themselves questions like:
• What is this text about?
• What might happen next?
• What do I already know about this topic? Text-analysing resources
This includes teaching students to:
• identify the techniques used to position readers, viewers and listeners
• identify opinions, bias, points of view
• consider reactions to a text from varying perspectives
• endorse a position or present an alternative position to that taken by a text.
When analysing text, students will be asking themselves questions like:
• What is fact and what is opinion in this text?
• Whose interests are being served?
• How do I know if this information is accurate or fair?
• How could the text be written differently?
Whenever the word ‘text’ is used it includes written, visual, oral/aural, digital and multimodal texts.
Adapted from, An introduction to quality literacy teaching. NSW Department of Education and Training 2009
Use a variety of technologies in the
classroom that support improvement
in literacy outcomes, including
computers, digital cameras and the
Internet.
Offer a large range of interesting
and challenging texts on topics
that engage the interest of all
students and connect them to
real-life contexts
Raise students’, parents’ and teachers’
expectations of student achievement
of stage appropriate outcomes by
showing, discussing and comparing
student work.
Explore creative approaches to teaching
literacy such as making student
videos, websites, CD- ROMs,
producing a community newspaper
or running a school radio station.
Encourage and support parents to
read frequently with their children at
home and to discuss their children’s
learning with them
Reading at home, including a vodcast and handout, provides strategies for parents to support their child's reading outcomes at home.
The defi nition of literacy used by the Priority Schools Funding Program
(PSFP) is the one promoted by the State Literacy Plan. It is drawn from
the Australian Language and Literacy Policy:
Literacy is the ability to read and use written information and to
write appropriately, in a range of contexts. It is used to develop
knowledge and understanding, to achieve personal growth and
to function effectively in our society. Literacy also includes the
recognition of numbers and basic mathematical symbols and
signs within text.
Literacy also involves the integration of speaking, listening
and critical thinking with reading and writing. Effective literacy
is intrinsically purposeful, fl exible and dynamic. It continues to
develop throughout an individual’s lifetime.
What is particular about the focus on literacy for students from low
SES backgrounds?
The English K-6 Syllabus and State
literacy materials are based on a social
view of language. This can greatly assist
in teaching explicitly the language skills
and understandings that students need.
This view of language, also known as a
functional view, systematically describes
how language is used in different
situations for different purposes.
Students learn the range of language
choices available and the effects that
can be created by choosing different
language. Good language choice has
occurred when the language used in a
particular situation matches the function
that the language user intended to perform.
As students engage with different types
of texts through modelled, guided and
independent construction, they are able
to critically interpret and manipulate the
texts to achieve their own goals.
The explicit description of how language
works is especially important in low
SES communities because the literacy
experiences of students often differ
from those used and valued at school.
Knowing how language works helps
parents and teachers support students
to value and build on home and school
literacies.
The Four Literacy Resources model
Code-breaking resources
This includes teaching students to use knowledge of:
• letter/sound relationships
• concepts about print
• spelling
• punctuation
• grammar
• structural conventions and patterns.
When code-breaking, students will be asking themselves questions like:
• How do I crack this code?
• What sound does this letter make?
• What keys do I press when I want to write ‘sh’? Text-using resources
This includes teaching students to:
• recognise the purpose, structure and features of texts
• use texts to increase knowledge and refine understanding
• apply their knowledge of texts to achieve purposes both inside/outside the school.
When using text, students will be asking themselves questions like:
• What is the purpose of this text?
• What changes will I need to make to this text to upload it on a website?
Meaning-making resources
This includes teaching students to use:
• knowledge of literal and inferential meanings
• background information
• prior knowledge and previous experiences with similar texts to make meaning.
When making meaning, students will be asking themselves questions like:
• What is this text about?
• What might happen next?
• What do I already know about this topic? Text-analysing resources
This includes teaching students to:
• identify the techniques used to position readers, viewers and listeners
• identify opinions, bias, points of view
• consider reactions to a text from varying perspectives
• endorse a position or present an alternative position to that taken by a text.
When analysing text, students will be asking themselves questions like:
• What is fact and what is opinion in this text?
• Whose interests are being served?
• How do I know if this information is accurate or fair?
• How could the text be written differently?
Whenever the word ‘text’ is used it includes written, visual, oral/aural, digital and multimodal texts.
Adapted from, An introduction to quality literacy teaching. NSW Department of Education and Training 2009
Use a variety of technologies in the
classroom that support improvement
in literacy outcomes, including
computers, digital cameras and the
Internet.
Offer a large range of interesting
and challenging texts on topics
that engage the interest of all
students and connect them to
real-life contexts
Raise students’, parents’ and teachers’
expectations of student achievement
of stage appropriate outcomes by
showing, discussing and comparing
student work.
Explore creative approaches to teaching
literacy such as making student
videos, websites, CD- ROMs,
producing a community newspaper
or running a school radio station.
Encourage and support parents to
read frequently with their children at
home and to discuss their children’s
learning with them
Reading at home, including a vodcast and handout, provides strategies for parents to support their child's reading outcomes at home.